Holly L Storkel1. 1. Speech-Language-Hearing: Sciences & Disorders, University of Kansas, Lawrence.
Abstract
Purpose: There are a number of evidence-based treatments for preschool children with phonological disorders (Baker & McLeod, 2011). However, a recent survey by Brumbaugh and Smit (2013) suggests that speech-language pathologists are not equally familiar with all evidence-based treatment alternatives, particularly the complexity approach. The goal of this clinical tutorial is to provide coaching on the implementation of the complexity approach in clinical practice, focusing on treatment target selection. Method: Evidence related to selecting targets for treatment based on characteristics of the targets (i.e., developmental norms, implicational universals) and characteristics of children's knowledge of the targets (i.e., accuracy, stimulability) is reviewed. Free resources are provided to aid clinicians in assessing accuracy and stimulability of singletons and clusters. Use of treatment target selection and generalization prediction worksheets is illustrated with 3 preschool children. Results: Clinicians can integrate multiple pieces of information to select complex targets and successfully apply the complexity approach to their own clinical practice. Conclusion: Incorporating the complexity approach into clinical practice will expand the range of evidence-based treatment options that clinicians can use when treating preschool children with phonological disorders. Supplemental Material S1: https://doi.org/10.23641/asha.6007562. KU ScholarWorks Supplemental Material: http://hdl.handle.net/1808/24767.
Purpose: There are a number of evidence-based treatments for preschool children with phonological disorders (Baker & McLeod, 2011). However, a recent survey by Brumbaugh and Smit (2013) suggests that speech-language pathologists are not equally familiar with all evidence-based treatment alternatives, particularly the complexity approach. The goal of this clinical tutorial is to provide coaching on the implementation of the complexity approach in clinical practice, focusing on treatment target selection. Method: Evidence related to selecting targets for treatment based on characteristics of the targets (i.e., developmental norms, implicational universals) and characteristics of children's knowledge of the targets (i.e., accuracy, stimulability) is reviewed. Free resources are provided to aid clinicians in assessing accuracy and stimulability of singletons and clusters. Use of treatment target selection and generalization prediction worksheets is illustrated with 3 preschool children. Results: Clinicians can integrate multiple pieces of information to select complex targets and successfully apply the complexity approach to their own clinical practice. Conclusion: Incorporating the complexity approach into clinical practice will expand the range of evidence-based treatment options that clinicians can use when treating preschool children with phonological disorders. Supplemental Material S1: https://doi.org/10.23641/asha.6007562. KU ScholarWorks Supplemental Material: http://hdl.handle.net/1808/24767.